Web Based Learning
Brad, June, Jane, Tricia & Karla
INTRODUCTION:
Web-based learning is based on the Internet and can be accessed online. This type of learning is can happen anytime and anywhere. Web-based learning can also be called “E-Learning, which the “E” stands for electronic. Web-based learning is based on technology and mostly accessible through a computer. The use of the Web will probably have more impact on learning than all the developments in instructional technology of the past thirty years (Alessi and Trollip, 2001).
The convenience of online courses will continue to make them popular, desirable and available to students. Teachers, students and educational institutions recognize the economic benefits for stakeholders, as the virtual classroom eleminates the costs of commuting and the need for meeting at a certain location at a specific meeting time (Cicco, 2011). Web-based learning can clearly bring many benefits and challenges for an educator. This type of learning can seem maintenance-free but since it is solely dependent on technology and the use of the internet, it can present some daunting challenges. The instructor is responsible but more importantly expected to keep up with the training and professional development to keep up with the evolution of technology. Mostly however the web is also providing educators with a wealth of opportunities for better and more convenient learning environments. The web may also facilitate the accomplishment of many of our old hopes about affecting educational change through electronic technology (Alessi and Trollip, 2001).
THEMES
BENEFITS OF WEB-BASED LEARNING:
The use of the Web can help educators reach to many learners, a task that can be hard without a connected computer. Learners, in return can obtain easy access to a variety of learning materials accessible at school, home, or work (Alessi and Trollip, 2001). Teachers in the traditional classroom setting can have and be responsible for classes ranging from 30 to 40 students. This can translate to up to 200 students in a given day. The internet has allowed for the teacher to reach to all their students, all while providing effective and timely feedback and instruction to reach each other. Academic motivation is conceptualized in different ways. Most of the research on motivation and instructional communication has focused on the impact that teachers’ behaviors can have on student motivation (Jones, 2008). We can also define academic motivation as people’s intentional behavior to engage in actions that allow them to achieve their desired academic outcomes (Stephens & Pantjoa, 2016). Web-based learning teachers can find themselves in an interesting and powerful position to improve learning experiences for their students. The virtual classroom can offer less reliance on text-based instructions, assignment descriptions and lesson plans (Cicco, 2011). This can all seem less overwhelming, which directly translates to more time to complete assignments and giving the student more choices in assignment options. When students are given choices for how and when they will complete learning objectives, they will gain a sense of empowerment and ownership in their learning process, that will in turn increase levels of engagement, interest, productivity and overall performance (Fearing & Riley, 2005)
The lessons within Web-based learning can offer both the teacher and student opportunities for independent activities and collaboration. Many online instructors have retained a focus on student independence and flexibility, while some have shifted to more collaborative and constructivist approaches to learning (Garrison, 2009). Effective online collaboration can be accomplished beyond the traditional emails and discussion boards. These synchronous tools are instant messaging, cell phones, and video conferencing. Web-based learning provides a teacher-student connection that is not always experienced in the traditional brick and mortar classroom setting.
Distance education/web-based learning provides a teacher-student connection because there are more opportunities for a one-to-one interaction online (Dixson, 2010). There is greater teacher-student feedback because online access allows for a quicker response. In an online setting, teacher-student relationships tend to be stronger than face-to-face settings because each student must respond online sharing their perspectives. In contrast, in a traditional classroom, that is a teacher-centered or lecture style setting, not all students will participate and there isn’t always a strong teacher-student connection created in this environment. Results of a study completed by Dixson (2010) found coursework that required students to apply what they had learned to solve a problem, write a research paper, participate in a discussion forum, or in a group project was engaging or motivating. Dixson’s study also found that both highly engaged and less engaged students reported student-to-student interaction as well as student-to-teacher interaction through email, discussion forum, or group work most effective. These types of interactions helped students to feel less isolated during their distance education experience. Highly engaged students were twice as likely to use a discussion forum setting to engage with other students. Overall, the study found that more than one way of interaction in a distance education setting was important for students to stay engaged and to have a meaningful connection. The purpose of this study was to discover what students find engaging in an online experience. One hundred eighty six students from six campuses and 38 courses completed surveys for this study. Dixson (2010) developed a measure of interaction of student engagement by using three surveys: The Classroom Survey of Student Engagement, the Student Course Engagement Questionnaire, and the Rubric for Assessing Interactive Qualities in Distance Courses. Students were also asked three questions: What assignments, activities, requirements of this course helped/encouraged/required you to really think about and be interested in the content of the course? What assignments, activities, requirements of this course helped/encouraged/required you to interact with the instructor? What assignments, activities, requirements of this course helped/encouraged/required you to interact with other students? Results of the study showed students found coursework that required them to apply what they had learned to solve a problem, write a research paper, participate in a discussion forum, or in a group project engaging or motivating. Results of the study also found that both highly engaged and less engaged students both reported student-to-student interaction as well as student-to-teacher interaction through email, chat sessions, discussion forum or group work most effective. These types of interaction helped students to not feel isolated during their online/distance education experience. Highly engaged students were twice as likely to use a discussion forum setting to engage with other students. Overall, the study found that more than one way of interaction in a web-based learning setting was important for students to stay engaged and to have a meaningful connection. Hence, student engagement in this setting lends itself to create a teacher-student connection, because of the need for both teacher and student to connect online through discussion forums, emails, video, chats, webcams, etc. and not face-to-face like in a traditional classroom setting.
Dropout Risks and Web-based Learning
Migrant students and first generation, low-income students are most at risk for dropping out of post-secondary courses, or having gaps in post-secondary enrollment due to loss of instruction time, incomplete coursework, and inconsistency in expectations between different schools (Goniprow, Hargett, and Fitzgerald, 2002). Distance Education and Web-based learning have been found to lower dropout rates among high-risk students. Pontes and Pontes (2012) that first generation low-income students saw a decrease in post-secondary enrollment gaps when they had access to distance education opportunities. Web-based learning provides students with the freedom from the rigid structure of traditional institutions to allow these students to find their own time to pursue and further their education without having to drop out or put their education on hold.
Assistive Technology for web-based learning
When thinking of web-based learning and distance education, it is crucial to consider special populations and how assistive technology can be implemented to meet their needs. The Technology-Related Assistance Act of 1988 defines assistive technology(AT) as "any item, piece of equipment or product system...that is used to increase, maintain, or improve functional capabilities of individuals with disabilities" (Petersen-Karlan, 2015). For developing web-based software, public institutions using them in their curriculum must adhere to the 504 section of the Rehabilitation Act of 1973, as any federally funded activities and programs must comply with accommodating for disabled students (Goodrich, 2016). The American Disabilities Act (ADA) has mandated the consideration of assistive technology for programs to create an even playing field with an emphasis on e-accessibility, therefore making information and communication technologies (ICT) more maneuverable for disabled students. Luckily, promising movements and programs helmed by World Wide Web Consortium have created Web Content Accessibility Guidelines (WCAG) to assist developers in making ADA appropriate software (Goodrich, 2016). The WCAG is for "web developers, site designers, and developers of authoring tools to promote accessibility for those individuals that may pose a problem for specific users with disabilities" (Goodrich, 2016). Many colleges and universities have adopted these guidelines to their web accessibility policies, and researchers remark that the advancement of technology for persons with disabilities is expanding (Petersen-Karlan, 2015).
When creating learning management systems (LMS) for distance education, researchers suggest for developers to have embedded features like screen simplification to increase readability, text-to-speech, and re-playable video content (Petersen-Karlan, 2015). Other AT measures that can prove to be beneficial for disabled students, especially those with difficulties in their executive functions, include timers in the programs that sequence assessments (for example, a quiz that closes in one day and is chunked appropriately) and saving digital products for a review like printables for extended practice.
There are many ways that developers can accommodate for students with special needs through assistive technology and design features that are considered through universal design principles (Goodrich, 2016). Researchers remark that the flexibility of web-based learning can allow for accommodation. The constant growth of technology can be a detriment to assistive technology as the tool market is inundated with new products from progression every year; researchers call this instability a problem of technology intransigence (Petersen-Karlan, 2015). Luckily, as more web-based programs become more prominent, the expansion of distance learning generates more opportunities for developers to focus on assistive aspects in their software.
CHALLENGES OF WEB-BASED LEARNING:
As the Web-based learning becomes a common ground for learning, some concern and challenges arise. As Alessi and Trollip pointed out the navigation process is very complicated and the process of searching can be frustrating not only for novice users but experienced users can get lost well (Alessi and Trollip, 2001). Unless the instructions are designed cognitively to motivate students, students will become disenchanted and unmotivated in web-based learning platforms (Wang & Reeves, 2006) Therefore designing a course and having effective faculty are keys to student success and its imperative for educators learn more of the best practice to full students needs for learning (He, Xu & Kruck, 2016).
As lack of interactions and intimacy have been identified with common obstacles in web-based learning, there are several concerns identified with online learning by secondary students. Many students stated that delay in feedback, lack of immediacy in receiving feedback from online instructors compared to what they would have been received in a traditional setting has been major concern for web-based learning. Sense of isolation was another feedback received from postsecondary level students as well as sense of community not being present (Barbour, 2008).
Another challenge of web-based learning or distance education is for students of lower socioeconomic backgrounds and their access to technology. Olszewski-Kubilius and Corwith (2011) found not all students have a computer at home or a reliable internet to participate in a distance education program. Without these resources, it is not possible for students to take any online courses. In a traditional school setting, computers, other technology resources, and reliable internet connections are available for students to access while on campus. In a web-based learning setting, students are expected to have technology resources to complete coursework. For this reason, student engagement can be a challenge in this setting.
BEST INSTRUCTIONAL STRATEGIES IN WEB-BASED LEARNING:
Rapid advancement in technology over the last decade has profoundly transformed education. It has enabled a substantial number of learning opportunities, and the potential to further expand its use is promising. As a result, delivering and teaching online, also known as web-based instruction has been attracting widespread interest and are becoming more prevalent (Ma, Han, Yang, & Cheng, 2015). In the light of recent changes, there is a common assumption that effective strategies in the traditional setting share the same instructional approach used in the online environment. It is crucial for educators to research and develop effective online teaching/learning strategies to optimize and stimulate the new learning environment (Pinchevsky-Font & Dunbar, 2015). Multiple instructional strategies are available for educators to use as tools for web-based distance education and since every student is unique different it is ultimately up to the teacher to select and implement these strategies.
Interactivity
Research seems to agree that fostering student interactivity through an online learning community is a highly effective practice for teaching online (Bailey & Card, 2009; Ma et al., 2015; Pelz, 2010; Pinchevsky-Font & Dundar, 2015; Yuan & Kim, 2014). Pelz (2010) considers interactivity "is what differentiates an effective online course from a high-tech correspondence course" (p. 107). In an investigation to find the best practices for online teaching and learning, Pinchevsky-Font and Dundar (2015) report fostering student interaction as an essential component in building a dynamic learning environment. Similiarily Croxton (2015) found that student interactivity plays a significant role in students satisfaction and retention. Based on the social cognitive perspective learning knowledge is acquired through social interaction and participation in meaningful learning activities (Ma et al., 2015). Implementing effective student interactivity provides high engagement and opportunities for students to deploy a wide range of academic skills which supports student success.
Online Learning Community
Numerous studies indicate creating an online learning community is highly productive and beneficial for implementing multiple instructional strategies (Pelz, 2010; Pinchevsky-Font & Dundar, 2015; Yuan & Kim, 2014). Online learning communities provide a holistic approach to learning. It provides a digital platform where implementation of multiple instructional strategies is allowed. Further, Yuan and Kim (2014) assert online learning communities are beneficial for learners because it promotes connectivity among members to share knowledge, fulfill common goals, and encourage motivation. Prior studies that have noted the importance of building an online community highlights the relevance of the teacher's role in fostering positive relationships, promoting high-quality engagement in discussions, and provide clear communication. Pelz (2010) recommends that teachers should actively project his or her presence through class discussions. The role of the teacher is to facilitate the discussion by asking questions, monitor progress, provide feedback, and to provide social support to the students. Pelz also recommends teachers to demonstrate cognitive presence by joining students in the construction building process.
Student-Centered Learning
In recent years web-based distance education has undergone a critical paradigm shift from the traditional teacher-centered to student-centered approach (Bailey & Card, 2009). The student-centered approach is grounded in the epistemology of constructivism which premises that learning occurs through knowledge construction. Based on the constructivist learning theory, the process of learning involves the learner using their own experiences and knowledge to process new information and reconciling it with information that was already known. The learner is considered the active agent of their understanding therefore instructional pedagogy is emphasized training students to take an initiative of their learning. In a student-centered constructivist learning environment, the teacher's primary role is to be a facilitator that guides each individually unique students in constructing knowledge in an active learning process (Ma et al., 2015). It is the role of the teacher to design and provide learning opportunities where the student develops the skills to take the initiative and responsibility for their learning.
Self-Directed Learning
There is a strong emphasis on the importance of fostering self-directed skills to improve educational outcomes and increase academic achievement. Lai and Gu (2011) assert a learner's self-directed skills is a significant predictor of a student’s overall academic success. A central tenet of self-directed learning has freedom to make choices and opportunities to guide the construction of knowledge (Bailey & Card, 2009). Some instruction strategies that have been found to increase self-learning skills are the following: learning projects, use of technology, learning contracts, problem-based learning, and cooperative learning An effective teacher in a self-learned environment facilitates to support students to develop skills of cooperation, negotiation, interaction, and reflection.
Clickers in Web-based Learning
Clickers are being incorporated a lot more in educational environments. Teachers are using personal response systems, also called clickers in order to collect student responses to interactive questions or quiz questions posed by teachers. Students may take a direct part of their own education by being part of classroom response system in which their immediate answers are recorded. In web-based learning, teachers may implement clickers in order to practice quiz questions, to pose questions on particular concept or lesson that was previously taught or they may use it in order to see if students are truly understanding what they have learned. Through the use of clickers, students can respond to questions directly by using clickers. Teachers can then generate immediate data from all of the students responses. Through this system, teachers can point out to students the patterns that they see in the data collected from the students’ responses. The goal of the implementation of clickers may be to simply promote communication among students and teachers and it may also assist students in taking an active role in their own learning. There are several benefits in incorporating clickers into the classroom environment. Brady, Seli and Rosenthal (2013) state that clickers result in positive feelings and reduce the conformity effect. Instead of the same students always participating while others are bystanders and simply hear but are not really part of the learning process, students can all feel a sense of belonging in a classroom in which clickers are being used. Also, if students are aware that the teachers will incorporate the use of the clickers, this will in turn reduce the conformity effect since they will understand that they must take an active role in responding to questions presented. Brady, Seli and Rosenthal (2013) state that if technology is employed in rigorous, well designed academic environments, one would expect an increase in learning benefits including increased student performance outcomes. The use of clickers in the classroom may increase student performance if implemented in a well designed academic environment. Mollborn and Hoekstra (2010) state that the anonymity of clickers encourages students to actively participate in their learning, who might not have not participated if they were not using clickers. Mayer et al. (2009) state that increased performance outcomes have been associated with clicker use primarily when used in conjunction with well-designed instructional strategies. In conclusion, there are many benefits into incorporating the use of clickers into the classroom setting. A well-designed classroom can benefit from the successful implementation of clickers in order to increase student participation and performance outcomes.
REFERENCES
Alessi, S., & Trollip, S. (2001). Multimedia for Learning Methods and Development. Boston: Allyn and Bacon.
Bailey, C. J., & Card, K. A. (2009). Effective pedagogical practices for online teaching: Perception of experienced instructors. Internet and Higher Education, 12, 152-155.
Baran, E. & Correia, A. (2014) A professional development framework for online teaching. TechTrends, 58(5):96-102.
Barbour, M.K. (2008). Secondary Students’ Perception on Web-based Learning. The Quarterly Review of Distance Education, 9(4), 357-371.
Brady, M., Seli, H., & Rosenthal, J. (2013). Metacognition and the influence of polling systems: how do clickers compare with low technology systems. Educational Technology Research and Development, 61(6), 885-902.
Cicco, G. (2011). Maximizing the online learning experience: suggestions for educators and students. I-manager’s Journal on School Educational Technology, 7(1), 1-7.
Dixson, M. D. (2010). Creating effective student engagement in online courses: What do students find engaging? Journal of the Scholarship of Teaching and Learning, 10(2), 1-13.
Fearing, A., & Riley, M. (2005). Graduate students’ perceptions of online teaching and relationship to preferred learning styles. MEDSURG Nursing. 14(6), 383-389.
Garrison, R. (2009). Implications of online learning for the conceptual devleopement and practice of distance education. Journal of Distance Education, 23(2), 93-104.
Goniprow, A.; Hargett, G.; Fitzgerald, N. (2002). The Same High Standards for Migrant Students: Holding Title I Schools Accountable. Title I Schools Serving Migrant Students. Recent Evidence from the National Longitudinal Survey of Schools, 3.
Goodrich, M. A. (2016). Improving Distance Education for Disabled Students. (cover story). Distance Learning, 13(1), 15–20.
He, W., Xu, G., & Kruck, S.E. (2014) Online IS Education for 21st Century. Journal of Information Systems Education, 25(2)
Jones, A. C. (2008). The effects of out-of-class support on student satisfaction and motivation to learn. Communication Education, 57, 373–388.
Mayer, R. E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., et al. (2009). Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes. Contemporary Educational Psychology, 34, 51–57.
Mollborn, S., & Hoekstra, A. (2010). Teaching Sociology. ‘‘A meeting of minds’’: Using clickers for critical thinking and discussion in large sociology classes, 38,18. Thousand Oaks: Sage Publications.
Olszewski-Kubilius, P., & Corwith, S. (2011). Distance education: Where it started and where it stands for gifted children and their educators. Gifted Child Today, 34(3), 16-65.
Pinchevsky-Font T, Dunbar S. Best Practices for Online Teaching and Learning in Health Care Related Programs. The Internet Journal of Allied Health Sciences and Practice. 2015 Jan 01;13(1), Article 8.
Pelz, B. (2010) (My) Three Principles of effective online pedagogy. Journal of Asynchronous Learning Networks, 14(1):103-116
Peterson-Karlan, G.(2015). Assistive Technology Instruction Within a Continuously Evolving Technology Environment. Quarterly Review of Distance Education, 16(2), 61–76.
Pontes, M. F., & Pontes, N. H. (2012). Distance Education Enrollment Is Associated with Greater Academic Progress among First Generation Low-Income Undergraduate Students in the US in 2008. Online Journal Of Distance Learning Administration, 15(1).
Stephens, K. K., & Pantoja, G. E. (2016). Mobile devices in the classroom: learning motivations predict specific types of multicommunicating behaviors. Communication Education, 65(4), 463–479.
Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of Information Technology Education: Research, 15, 157-190.
Yuan, J. and Kim, C. (2014), Guidelines for facilitating the development of learning communities in online courses. Journal of Computer Assisted Learning, 30: 220–232. doi:10.1111/jcal.12042
Brad Kolavo (Benefits of Web-based Learning), June Choi (Challenges of Web-based learning), Jane Kang (Instructional Strategies for Web-based Learning), Tricia Pilon (additional resources added to benefit and challenge themes)
Web Based Learning
Brad, June, Jane, Tricia & Karla
INTRODUCTION:
Web-based learning is based on the Internet and can be accessed online. This type of learning is can happen anytime and anywhere. Web-based learning can also be called “E-Learning, which the “E” stands for electronic. Web-based learning is based on technology and mostly accessible through a computer. The use of the Web will probably have more impact on learning than all the developments in instructional technology of the past thirty years (Alessi and Trollip, 2001).
The convenience of online courses will continue to make them popular, desirable and available to students. Teachers, students and educational institutions recognize the economic benefits for stakeholders, as the virtual classroom eleminates the costs of commuting and the need for meeting at a certain location at a specific meeting time (Cicco, 2011). Web-based learning can clearly bring many benefits and challenges for an educator. This type of learning can seem maintenance-free but since it is solely dependent on technology and the use of the internet, it can present some daunting challenges. The instructor is responsible but more importantly expected to keep up with the training and professional development to keep up with the evolution of technology.
Mostly however the web is also providing educators with a wealth of opportunities for better and more convenient learning environments. The web may also facilitate the accomplishment of many of our old hopes about affecting educational change through electronic technology (Alessi and Trollip, 2001).
THEMES
BENEFITS OF WEB-BASED LEARNING:
The use of the Web can help educators reach to many learners, a task that can be hard without a connected computer. Learners, in return can obtain easy access to a variety of learning materials accessible at school, home, or work (Alessi and Trollip, 2001). Teachers in the traditional classroom setting can have and be responsible for classes ranging from 30 to 40 students. This can translate to up to 200 students in a given day. The internet has allowed for the teacher to reach to all their students, all while providing effective and timely feedback and instruction to reach each other.
Academic motivation is conceptualized in different ways. Most of the research on motivation and instructional communication has focused on the impact that teachers’ behaviors can have on student motivation (Jones, 2008). We can also define academic motivation as people’s intentional behavior to engage in actions that allow them to achieve their desired academic outcomes (Stephens & Pantjoa, 2016). Web-based learning teachers can find themselves in an interesting and powerful position to improve learning experiences for their students. The virtual classroom can offer less reliance on text-based instructions, assignment descriptions and lesson plans (Cicco, 2011). This can all seem less overwhelming, which directly translates to more time to complete assignments and giving the student more choices in assignment options. When students are given choices for how and when they will complete learning objectives, they will gain a sense of empowerment and ownership in their learning process, that will in turn increase levels of engagement, interest, productivity and overall performance (Fearing & Riley, 2005)
The lessons within Web-based learning can offer both the teacher and student opportunities for independent activities and collaboration. Many online instructors have retained a focus on student independence and flexibility, while some have shifted to more collaborative and constructivist approaches to learning (Garrison, 2009). Effective online collaboration can be accomplished beyond the traditional emails and discussion boards. These synchronous tools are instant messaging, cell phones, and video conferencing. Web-based learning provides a teacher-student connection that is not always experienced in the traditional brick and mortar classroom setting.
Distance education/web-based learning provides a teacher-student connection because there are more opportunities for a one-to-one interaction online (Dixson, 2010). There is greater teacher-student feedback because online access allows for a quicker response. In an online setting, teacher-student relationships tend to be stronger than face-to-face settings because each student must respond online sharing their perspectives. In contrast, in a traditional classroom, that is a teacher-centered or lecture style setting, not all students will participate and there isn’t always a strong teacher-student connection created in this environment. Results of a study completed by Dixson (2010) found coursework that required students to apply what they had learned to solve a problem, write a research paper, participate in a discussion forum, or in a group project was engaging or motivating. Dixson’s study also found that both highly engaged and less engaged students reported student-to-student interaction as well as student-to-teacher interaction through email, discussion forum, or group work most effective. These types of interactions helped students to feel less isolated during their distance education experience. Highly engaged students were twice as likely to use a discussion forum setting to engage with other students. Overall, the study found that more than one way of interaction in a distance education setting was important for students to stay engaged and to have a meaningful connection. The purpose of this study was to discover what students find engaging in an online experience. One hundred eighty six students from six campuses and 38 courses completed surveys for this study.
Dixson (2010) developed a measure of interaction of student engagement by using three surveys: The Classroom Survey of Student Engagement, the Student Course Engagement Questionnaire, and the Rubric for Assessing Interactive Qualities in Distance Courses. Students were also asked three questions: What assignments, activities, requirements of this course helped/encouraged/required you to really think about and be interested in the content of the course? What assignments, activities, requirements of this course helped/encouraged/required you to interact with the instructor? What assignments, activities, requirements of this course helped/encouraged/required you to interact with other students?
Results of the study showed students found coursework that required them to apply what they had learned to solve a problem, write a research paper, participate in a discussion forum, or in a group project engaging or motivating. Results of the study also found that both highly engaged and less engaged students both reported student-to-student interaction as well as student-to-teacher interaction through email, chat sessions, discussion forum or group work most effective. These types of interaction helped students to not feel isolated during their online/distance education experience. Highly engaged students were twice as likely to use a discussion forum setting to engage with other students. Overall, the study found that more than one way of interaction in a web-based learning setting was important for students to stay engaged and to have a meaningful connection. Hence, student engagement in this setting lends itself to create a teacher-student connection, because of the need for both teacher and student to connect online through discussion forums, emails, video, chats, webcams, etc. and not face-to-face like in a traditional classroom setting.
Dropout Risks and Web-based Learning
Migrant students and first generation, low-income students are most at risk for dropping out of post-secondary courses, or having gaps in post-secondary enrollment due to loss of instruction time, incomplete coursework, and inconsistency in expectations between different schools (Goniprow, Hargett, and Fitzgerald, 2002). Distance Education and Web-based learning have been found to lower dropout rates among high-risk students. Pontes and Pontes (2012) that first generation low-income students saw a decrease in post-secondary enrollment gaps when they had access to distance education opportunities. Web-based learning provides students with the freedom from the rigid structure of traditional institutions to allow these students to find their own time to pursue and further their education without having to drop out or put their education on hold.
Assistive Technology for web-based learning
When thinking of web-based learning and distance education, it is crucial to consider special populations and how assistive technology can be implemented to meet their needs. The Technology-Related Assistance Act of 1988 defines assistive technology(AT) as "any item, piece of equipment or product system...that is used to increase, maintain, or improve functional capabilities of individuals with disabilities" (Petersen-Karlan, 2015). For developing web-based software, public institutions using them in their curriculum must adhere to the 504 section of the Rehabilitation Act of 1973, as any federally funded activities and programs must comply with accommodating for disabled students (Goodrich, 2016). The American Disabilities Act (ADA) has mandated the consideration of assistive technology for programs to create an even playing field with an emphasis on e-accessibility, therefore making information and communication technologies (ICT) more maneuverable for disabled students. Luckily, promising movements and programs helmed by World Wide Web Consortium have created Web Content Accessibility Guidelines (WCAG) to assist developers in making ADA appropriate software (Goodrich, 2016). The WCAG is for "web developers, site designers, and developers of authoring tools to promote accessibility for those individuals that may pose a problem for specific users with disabilities" (Goodrich, 2016). Many colleges and universities have adopted these guidelines to their web accessibility policies, and researchers remark that the advancement of technology for persons with disabilities is expanding (Petersen-Karlan, 2015).
When creating learning management systems (LMS) for distance education, researchers suggest for developers to have embedded features like screen simplification to increase readability, text-to-speech, and re-playable video content (Petersen-Karlan, 2015). Other AT measures that can prove to be beneficial for disabled students, especially those with difficulties in their executive functions, include timers in the programs that sequence assessments (for example, a quiz that closes in one day and is chunked appropriately) and saving digital products for a review like printables for extended practice.
There are many ways that developers can accommodate for students with special needs through assistive technology and design features that are considered through universal design principles (Goodrich, 2016). Researchers remark that the flexibility of web-based learning can allow for accommodation. The constant growth of technology can be a detriment to assistive technology as the tool market is inundated with new products from progression every year; researchers call this instability a problem of technology intransigence (Petersen-Karlan, 2015). Luckily, as more web-based programs become more prominent, the expansion of distance learning generates more opportunities for developers to focus on assistive aspects in their software.
CHALLENGES OF WEB-BASED LEARNING:
As the Web-based learning becomes a common ground for learning, some concern and challenges arise. As Alessi and Trollip pointed out the navigation process is very complicated and the process of searching can be frustrating not only for novice users but experienced users can get lost well (Alessi and Trollip, 2001). Unless the instructions are designed cognitively to motivate students, students will become disenchanted and unmotivated in web-based learning platforms (Wang & Reeves, 2006) Therefore designing a course and having effective faculty are keys to student success and its imperative for educators learn more of the best practice to full students needs for learning (He, Xu & Kruck, 2016).
As lack of interactions and intimacy have been identified with common obstacles in web-based learning, there are several concerns identified with online learning by secondary students. Many students stated that delay in feedback, lack of immediacy in receiving feedback from online instructors compared to what they would have been received in a traditional setting has been major concern for web-based learning. Sense of isolation was another feedback received from postsecondary level students as well as sense of community not being present (Barbour, 2008).
Another challenge of web-based learning or distance education is for students of lower socioeconomic backgrounds and their access to technology. Olszewski-Kubilius and Corwith (2011) found not all students have a computer at home or a reliable internet to participate in a distance education program. Without these resources, it is not possible for students to take any online courses. In a traditional school setting, computers, other technology resources, and reliable internet connections are available for students to access while on campus. In a web-based learning setting, students are expected to have technology resources to complete coursework. For this reason, student engagement can be a challenge in this setting.
BEST INSTRUCTIONAL STRATEGIES IN WEB-BASED LEARNING:
Rapid advancement in technology over the last decade has profoundly transformed education. It has enabled a substantial number of learning opportunities, and the potential to further expand its use is promising. As a result, delivering and teaching online, also known as web-based instruction has been attracting widespread interest and are becoming more prevalent (Ma, Han, Yang, & Cheng, 2015). In the light of recent changes, there is a common assumption that effective strategies in the traditional setting share the same instructional approach used in the online environment. It is crucial for educators to research and develop effective online teaching/learning strategies to optimize and stimulate the new learning environment (Pinchevsky-Font & Dunbar, 2015).
Multiple instructional strategies are available for educators to use as tools for web-based distance education and since every student is unique different it is ultimately up to the teacher to select and implement these strategies.
- Interactivity
Research seems to agree that fostering student interactivity through an online learning community is a highly effective practice for teaching online (Bailey & Card, 2009; Ma et al., 2015; Pelz, 2010; Pinchevsky-Font & Dundar, 2015; Yuan & Kim, 2014). Pelz (2010) considers interactivity "is what differentiates an effective online course from a high-tech correspondence course" (p. 107). In an investigation to find the best practices for online teaching and learning, Pinchevsky-Font and Dundar (2015) report fostering student interaction as an essential component in building a dynamic learning environment. Similiarily Croxton (2015) found that student interactivity plays a significant role in students satisfaction and retention. Based on the social cognitive perspective learning knowledge is acquired through social interaction and participation in meaningful learning activities (Ma et al., 2015). Implementing effective student interactivity provides high engagement and opportunities for students to deploy a wide range of academic skills which supports student success.- Online Learning Community
Numerous studies indicate creating an online learning community is highly productive and beneficial for implementing multiple instructional strategies (Pelz, 2010; Pinchevsky-Font & Dundar, 2015; Yuan & Kim, 2014). Online learning communities provide a holistic approach to learning. It provides a digital platform where implementation of multiple instructional strategies is allowed. Further, Yuan and Kim (2014) assert online learning communities are beneficial for learners because it promotes connectivity among members to share knowledge, fulfill common goals, and encourage motivation. Prior studies that have noted the importance of building an online community highlights the relevance of the teacher's role in fostering positive relationships, promoting high-quality engagement in discussions, and provide clear communication. Pelz (2010) recommends that teachers should actively project his or her presence through class discussions. The role of the teacher is to facilitate the discussion by asking questions, monitor progress, provide feedback, and to provide social support to the students. Pelz also recommends teachers to demonstrate cognitive presence by joining students in the construction building process.- Student-Centered Learning
In recent years web-based distance education has undergone a critical paradigm shift from the traditional teacher-centered to student-centered approach (Bailey & Card, 2009). The student-centered approach is grounded in the epistemology of constructivism which premises that learning occurs through knowledge construction. Based on the constructivist learning theory, the process of learning involves the learner using their own experiences and knowledge to process new information and reconciling it with information that was already known. The learner is considered the active agent of their understanding therefore instructional pedagogy is emphasized training students to take an initiative of their learning. In a student-centered constructivist learning environment, the teacher's primary role is to be a facilitator that guides each individually unique students in constructing knowledge in an active learning process (Ma et al., 2015). It is the role of the teacher to design and provide learning opportunities where the student develops the skills to take the initiative and responsibility for their learning.- Self-Directed Learning
There is a strong emphasis on the importance of fostering self-directed skills to improve educational outcomes and increase academic achievement. Lai and Gu (2011) assert a learner's self-directed skills is a significant predictor of a student’s overall academic success. A central tenet of self-directed learning has freedom to make choices and opportunities to guide the construction of knowledge (Bailey & Card, 2009). Some instruction strategies that have been found to increase self-learning skills are the following: learning projects, use of technology, learning contracts, problem-based learning, and cooperative learning An effective teacher in a self-learned environment facilitates to support students to develop skills of cooperation, negotiation, interaction, and reflection.Clickers are being incorporated a lot more in educational environments. Teachers are using personal response systems, also called clickers in order to collect student responses to interactive questions or quiz questions posed by teachers. Students may take a direct part of their own education by being part of classroom response system in which their immediate answers are recorded. In web-based learning, teachers may implement clickers in order to practice quiz questions, to pose questions on particular concept or lesson that was previously taught or they may use it in order to see if students are truly understanding what they have learned. Through the use of clickers, students can respond to questions directly by using clickers. Teachers can then generate immediate data from all of the students responses. Through this system, teachers can point out to students the patterns that they see in the data collected from the students’ responses. The goal of the implementation of clickers may be to simply promote communication among students and teachers and it may also assist students in taking an active role in their own learning. There are several benefits in incorporating clickers into the classroom environment. Brady, Seli and Rosenthal (2013) state that clickers result in positive feelings and reduce the conformity effect. Instead of the same students always participating while others are bystanders and simply hear but are not really part of the learning process, students can all feel a sense of belonging in a classroom in which clickers are being used. Also, if students are aware that the teachers will incorporate the use of the clickers, this will in turn reduce the conformity effect since they will understand that they must take an active role in responding to questions presented. Brady, Seli and Rosenthal (2013) state that if technology is employed in rigorous, well designed academic environments, one would expect an increase in learning benefits including increased student performance outcomes. The use of clickers in the classroom may increase student performance if implemented in a well designed academic environment. Mollborn and Hoekstra (2010) state that the anonymity of clickers encourages students to actively participate in their learning, who might not have not participated if they were not using clickers. Mayer et al. (2009) state that increased performance outcomes have been associated with clicker use primarily when used in conjunction with well-designed instructional strategies. In conclusion, there are many benefits into incorporating the use of clickers into the classroom setting. A well-designed classroom can benefit from the successful implementation of clickers in order to increase student participation and performance outcomes.
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Brad Kolavo (Benefits of Web-based Learning), June Choi (Challenges of Web-based learning), Jane Kang (Instructional Strategies for Web-based Learning), Tricia Pilon (additional resources added to benefit and challenge themes)